The LAIR at East Texas A&M
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Attention-Deficit/Hyperactivity Disorder in School Aged Children: A Validity Study of Diagnostic Assessments
No full textAttention-Deficit/Hyperactivity Disorder (ADHD) affects nearly 6.1 million children each year (Danielson et al., 2018). This neurodevelopmental disorder, typically diagnosed in childhood, causes attentional issues, hyperactivity, and impulsive behavior that ultimately leads to dysfunctions in school, at home, and with social relationships (APA, 2022.) Diagnostic procedures for ADHD range from a simple interview to a full comprehensive battery without much agreement in the field as to best practices for diagnosis (Brock & Clinton, 2007). Rating scales such as the Behavioral Assessment for Children third edition (BASC-3) are commonly used in assessing internalizing and externalizing problems and evaluating ADHD, but some caution against solely using rating scales for diagnosis. Computerized measures of sustained attention such as the Conners’ Continuance Performance Task- 3 (CPT-3) are also utilized in ADHD assessment; however, little research evaluates the combined use of rating scales and computerized measures to assess ADHD. Therefore, the purpose of this study was to examine the validity of the BASC-3 and CPT-3 in accurately diagnosing ADHD. Utilizing client data from a psychological testing clinic, 22 case files were examined. Client demographic information as well as scores on the BASC-3 and CPT-3 were recorded. Interesting results were found demonstrating some relationships between measures on the BASC-3 and CPT-3; while other expected associations were not significant, calling into question the validity of utilizing these two measures in psychological evaluations. No sex differences were observed, aligning with some previous research and supports research calling accuracy of female ADHD detection and diagnosis. Limitations are discussed. This study helps fill the gap in diagnostic literature and calls for additional research on ADHD diagnosis and sex differences
A Quantitative Study of Kindergarten Teachers’ Perspectives of Kindergarten Readiness Indicators
No full textThe purpose of this study is to examine the perceptions of kindergarten teachers concerning the skills that demonstrate the five components of readiness as organized by the National Education Goals Panel (NEGP) and to identify which skills kindergarten teachers believe are most important for students to be successful. In November 2023, 136 kindergarten teachers employed in the North Texas school district were invited to take the survey. The final study consisted of 23 participants. The DeSiato Kindergarten Teacher Perception Student Readiness Survey (DeSiato, 2004) was used with some modifications. Findings reveal a minimal 0.5 difference between the highest and lowest mean scores, suggesting relative parity among domains. Notably, social-emotional development ranked highest, while gross and fine motor development, although slightly lower, remained closely aligned. Language development approaches toward learning and cognitive and general knowledge also demonstrated a marginal 0.1 difference in mean scores. Within gross and fine motor development, participants identified a child\u27s proficiency in using a pencil and copying specific letters as crucial, while throwing a beanbag into a container was rated the least important indicator. Social and emotional development\u27s highest-ranking indicators were a child\u27s ability to follow directions and refrain from disrupting class, surpassing listening to others\u27 points of view by 0.7 points. Approaches towards learning highlighted the perceived importance of persistence and task completion, with minimal emphasis on attentiveness, curiosity, and reflection
A Causal-Comparative Quantitative Study to Examine School Funding Equity Under House Bill 3
No full textEducation ensures that children from all backgrounds have equal opportunities to succeed. Yet, the education provided for many K-12 students in the state of Texas may not be equal due to the allocation of school funds under House Bill 3 (H.B. 3). To date, the Revenue to Population (RTP) Index and other normalized statistical metrics have not been used to evaluate the fairness of H.B. 3. Therefore, the purpose of this study was to apply the Revenue-To-Population Index (RTP) to the Texas school finance system enacted by H.B. 3 to identify the funding equity or inequity in the Foundation School Program (FSP). Three research questions guided this study: (1) What is the degree of equity and fiscal neutrality in the methodology for providing access to funds in the current system of formula funding in the Texas Foundation School Program?; (2) How do Texas school districts compare equity to other Texas school districts as measured by percent of weighted student versus percent of available formula funding-generated dollars?; and (3) Is the system imposed by H.B. 3 more equitable or inequitable than the system imposed by H.B. 1? A causal-comparative design was used to carry out this study’s purpose. The population included all 1,020 public schools in Texas. The sample, which was selected using purposeful sampling, consisted of the upper 10% and the lower 10% or a sampling of 203 districts of Weighted Average Attendance (WADA) revenue to examine the degree of equity and fiscal neutrality in the access to funding under H.B. 3. Financial data for all Texas public schools\u27 2020-2021 fiscal year and from the RTP Indices will be used to answer the research questions. The results of this research may aid in developing a standardized method for evaluating equity in Texas\u27s existing and future school financing plans. The findings from this study may also have implications for school district administrators, state governments, and Texas citizens
Exploring Assistant Principals’ Leadership Readiness Levels and Self-Efficacy: A Case Study of an Administrator Development Program
No full textThe purpose of this qualitative case study was to explore assistant principals’ leadership readiness levels and the relationship between a district-provided administrator development program (ADP) and those levels. The study took place in Lovely Independent School District, which is in southeast Texas. Research questions focused on perceptions of leadership readiness and the quality of the ADP currently implemented. The research was guided by existing literature regarding situational leadership theory (SLT) and the CIPP Model (Context Evaluation, Input Evaluation, Process Evaluation, and Product Evaluation). SLT requires leaders to consider the needs, strengths, and limitations of individuals in their charge before taking any strategic action. Specific to this study, the theory allowed for flexibility and routine communication between current assistant principals and the ones who lead the professional development sessions. The four core values of CIPP Model helped researchers determine if a product, in this case the approach to professional development of assistant principals, was meeting its intended outcomes. The data was collected through questionnaires completed by assistant principals and semi-structured interviews with assistant principals and the program facilitator. Results from the study indicated themes such as approaches to professional development (collaboration and networking), refining leadership skills (knowledge of curriculum and district practices) and supporting school stakeholders (members of the teaching staff, currently enrolled students, and the parents/guardians of those students). Findings contributed to program improvement in Lovely Independent School district and other organizations and to the body of literature on school leader support and development
Content Validity Study of a Subjective Well-Being Measurement Tool for Early Childhood
No full textWith a focus on positive Psychology and Special Education in early childhood education, the research addresses the critical need to evaluate and promote the subjective well-being of young children. However, there is a dearth of available instruments to assess this in young children who have emerging reading abilities and language to adequately describe their feelings. This study aimed to validate a measurement tool designed for assessing subjective well-being in early childhood through a content validity assessment conducted by a panel of experts. The proposed instrument, encompassing five key domains—family, home, school, friends, and self—utilizes age?appropriate language and smiley-face scales to gauge emotional experiences of young children. A diverse panel of 8 experts in relevant fields reviewed the instrument for relevance, clarity, and comprehensiveness. The study followed a multi-step process. Firstly, the development of the measurement tool involved creating items tailored for young children’s current level of understanding while employing a smiley-face Likert scale for response collection via electronic devices. Secondly, a panel of experts independently reviewed the instrument, providing feedback on item relevance. There were a total of eight experts, each with more than 10 years of experience in their field. The expert’s fields consisted of school Psychology and Special Education, early education, child development, and curriculum and instruction in early education. Analysis of the expert panel\u27s data involved calculating the content validity ratio (CVR) for each item, with items falling below a predetermined threshold subject to revision or removal. The significance level for a panel of eight experts is .75, and a total of 14 items met or exceeded this significance level, in which they will be retained in the revised measurement tool. An additional 5 items did not meet this threshold but resulted in a positive CVR. Four expert panelists volunteered to assist in a refinement and review of the five items; resulting in a unanimous agreement to retain 3 of these items in the final measurement tool. Once each item CVR had been calculated, CVR’s were averaged to calculate the content validity index (CVI). This index is the overall score for the measurement tool and must also meet the .75 threshold. The full 25 items resulted in a CVI of .50, but the retained 17 items have a total CVI of .79, which exceeds the threshold. With these revisions, the outcome is a validated instrument that comprehensively measures subjective well-being in early childhood. This research contributes to the advancement of positive Psychology and Special Education in early childhood education by providing a reliable and comprehensive means of measuring subjective well-being in young children
Exploring the Financial Help-Seeking Behaviors of Undergraduates with Post-Graduate Degree Goals Using Academic Support Services
No full textFederal government policies have shifted the financial burdens of paying for college away from the public (e.g., grants and scholarships) to more onus placed on students and their families (Elliott & Friedline, 2013; Robb, 2011). However, budget cuts due to economic challenges often increase tuition rates (Orfield, 2002) that outpace what families can pay for with loans, scholarships, or out-of-pocket resources. This vulnerability posits college students as more susceptible to financial indebtedness and high levels of financial stress (Joo et al., 2008). One element of financial stress is financial self-efficacy, defined as a “belief in one’s capability to mobilize the cognitive resources, motivation, and courses of action needed to meet task demands” (Wood & Bandura, 1989, p. 408). Perceived self-efficacy amongst college students is how they assess their ability to complete a task and engage in beneficial behaviors to achieve future goals. It is a core tenet of Bandura’s (1986) social cognitive theory, applied to triadic reciprocity (the dynamic relationship of personal, behavioral, and environmental factors) in students’ financial help-seeking behaviors. Grable and Joo’s (1999; 2001) framework operationalized this process into five steps: (1) financial behavior exhibition, (2) financial behavior evaluation, (3) causes of identification, (4) deciding to seek help, (5) provider choices and alternatives. Steps 4 and 5’s outcomes restart the process through adjustments and feedback (Grable & Joo, 2001). Those steps are potentially areas students can receive the most financial support or advice within academic support services departments (academic programs with a guidance or mentorship component). The impact of financial counseling in moving students from an emotional state of distress to one of hope or increased ability reduces financial stress from a social cognitive application. Thus, the purpose of this study is to explore the financial help-seeking behaviors of undergraduates with post-graduate degree goals using academic support services. This investigation will be a phenomenological study to contribute to the paucity of qualitative literature on financial help-seeking behaviors and financial aid support in higher education
The Effect of Creep Feeding Beef Calves: A Study on Calf, Dam, and Economic Performance
No full textSixty-two commercial Angus/Brangus based cow-calf pairs were sorted into groups using a 2x2 factorial design. Cows were divided into two groups, immature cows (≤3 years old; n=19) and mature cows (≥4 years old; n=43) and further separated into two groups: treatment (creep-fed) calf group (n= 29) and control (non-creep-fed) calf group (n=33). Starting at Day 1, creep-fed calves were fed 1% of average calf body weight once daily, increasing by 0.5% every two weeks for six weeks. Every two weeks calves and cows were weighed and body condition scores (BCS) on cows were recorded, and treatment groups were rotated between pastures. On Day 43, final weights and cow BCS were recorded, and calves were weaned. Calves were comingled and fed for an additional 50 days and then sold. Overall, creep feeding calves showed additional benefits for calf average daily gain but was not the only factor to improve this gain. Calf Sex, Cow Age, and Calf Age Group in combination with creep feed and other variables also aided in increased calf ADG. Regarding cow performance, immature cows with creep fed calves lost less weight and showed a greater average body condition score. While calves with a creep fed background were more profitable than non-creep fed calves, it was not the only factor that added value to the calves, as Calf Sex and Cow Age also had an impact on profitability of the cattle
Differences in Dynamic Knee Valgus Using Kinesiology Tape in Female Athletes
No full textExcessive dynamic knee valgus (DKV) is commonly known as improper alignment in the frontal plane combined with excessive hip adduction, internal rotation, and tibia external rotation (Besier, Gold, Delp, Fredericson, & Beaupré, 2008; Maykut, Taylor-Haas, Paterno, DiCesare & Ford, 2015). More specifically, DKV is a medial collapse of the knee resulting in a hip adduction and internal rotation, tibial abduction and medial knee displacement, which increases the ACL strain (Llurda-Almuzara et al., 2020). Namata et al. (2018), using a three-dimensional kinematic analysis, reported female athletes are more commonly known to obtain a greater knee valgus angle when participating in landing dynamics. Additionally, Namata et al. (2018) reports that female athletes are also at a greater risk for non-contact anterior cruciate ligament (ACL) injuries
An Examination of Income Elasticity of Demand for American Professional Sports
No full textThis study examines the economic factors of demand that affect Americans’ desire to purchase tickets for professional sporting events. Most notably, it illustrates how changing household disposable income affects demand for the quality and quantity of attendance to NBA, NFL, and MLB games. Utilizing the total annual attendance of every U.S.-based professional team in these three leagues over a nine-year period, as well as the cost of tickets and other attendance-related expenses (e.g., concession prices), we obtain the total income elasticity of demand. This study then breaks down income elasticity of demand into both its quantity and quality components through Seemingly Unrelated Regression Estimation (SURE). The paper also accounts for supply and demand side controls to obtain an accurate depiction of market behavior. The research completed by this paper allows professional team front offices and local policy makers to better understand local fan bases and predict levels of demand among fluctuating economic conditions
Mixed-Method Inquiry of ESL Teachers’ Attitudes on Online Language Teaching
No full textThis study investigates ESL teachers’ attitudes toward online language teaching and technology integration. Initially focused on Texas, where ESL populations are significant, the research was later expanded nationwide to capture diverse perspectives. The study draws on the Three-Tier Use Model (3-TUM) developed by S. S. Liaw (2008) to explore factors influencing technology adoption, including personal experience, system quality, and behavioral intentions. The research addressed three key questions: 1. What are ESL teachers’ attitudes toward online language teaching? 2. What factors shape their perspectives on online teaching? 3. How do different variables affect their attitudes toward online teaching? Using a mixed-methods approach, data were collected from 195 survey responses and 22 semi-structured interviews. Participants represented various teaching backgrounds and levels of online teaching experience. Quantitative data provided insights into trends, correlations, and the frequency of technology use, while qualitative data explored teachers’ beliefs, experiences, and perceptions in greater depth. The results reveal that most ESL teachers appreciate the flexibility offered by online tools but also face challenges, such as technical difficulties and maintaining student engagement. Teachers with prior experience and access to professional development reported greater success in integrating online tools into their teaching practices. Institutional support and professional development emerged as critical factors in shaping teachers’ attitudes and fostering positive behavioral intentions toward technology use. This study offers actionable recommendations for developing targeted training programs and improving digital infrastructure to support ESL educators. It underscores the importance of professional development and robust institutional support to enhance the quality of online teaching and increase access for diverse learners. In the post-pandemic context, these findings provide valuable insights for policymakers and educational institutions, highlighting the need for continuous adaptation to meet the evolving needs of educators and students